Federal Programs

About Title Programs & Federal Aid

TITLE I

Title I is the largest federal aid program for elementary and secondary schools. Title I provides money to school districts around the country based on the number of low-income families in the district. Each school district uses Title I funds to pay for extra educational services for children. The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Part A embraces fundamental strategies to address the needs of the children served: A school wide focus on improving teaching and learning, flexibility at the local level in tandem with clear accountability for results, more focused targeting of resources on schools with the greatest needs, and stronger partnerships between schools and communities to support the achievement of children served.

TITLE II

The reauthorized Title II Program under the No Child Left Behind Act of 2001 combines the former Eisenhower Professional Development Program with the Class Size Reduction Program to provide the largest federal program that supports professional development activities to improve teaching and learning. The purpose of the program is to increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools. 

Funds will be shared equitably with private schools in the district that wish to participate.

TITLE III 

Language Instruction for Limited English Proficient and Immigrant Students: 

The purpose of the Title III LEP Student Program is to ensure that all limited-English proficient (LEP) students, referred to as English learners in Athens City Schools attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic standards as all other students. 

To support this goal, the United States Department of Education allocates Title III funds to state educational agencies, such as the Alabama Department of Education, to provide subgrants to eligible local educational agencies based on the number of LEP students enrolled.

All school districts, enrollment of one or more LEP students on the  are eligible to participate in the Title III LEP Program. 

Funds must be used for the following supplementary services as part of the language instruction program for LEP students:

• English language development instruction 
• Enhanced instruction in the core academic subjects 
• High-quality professional development for teachers and other staff. 

In addition, Title III LEP student program funds may be used for: 

• Upgrading program objectives and instructional strategies 
• Identifying and improving curricula, materials, and assessments
• Providing tutorials for academic and/or vocational education Intensifying instruction 
• Acquiring or developing of educational technology 
• Coordinating language instruction programs with other programs and services 
• Providing community participation programs, including family literacy and parent outreach 
• Program administration, including any indirect costs (limited to 2 percent of subgrant) 
• Other activities that are consistent with the purposes of the program 

Athens City Schools Parent and Family Engagement Plan

PART I. GENERAL EXPECTATIONS

• The school system will put into operation programs, activities, and procedures for the involvement of parents in all of its schools with Title I, Part A, programs, consistent with Section 1118, of the Elementary and Secondary Education Act (ESEA). These programs, activities, and procedures will be planned and operated with meaningful consultation with parents of participating children.
• Consistent with Section 1118, the school district will work with its schools to ensure that the required school-level parental involvement policies and plans meet the requirements of Section 1118(b) of the ESEA, and each include, as a component, a school-parent compact consistent with Section 1118(d) of the ESEA.
• The school district will incorporate this LEA Parent and Family Engagement Plan into its LEA plan developed under Section 1112, of the ESEA.*
• In carrying out the Title I, Part A, parental involvement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of homeless and migrant children; and will supply information and school reports required under Section 1111, of the ESEA in an understandable and uniform format and, to the extent practicable, in a language parents understand.
• If the LEA plan for Title I, Part A, developed under Section 1112, of the ESEA is not satisfactory to the parents of participating children, these comments will be submitted along with the school district plan to the State Department of Education.
• The school district will involve the parents of children served in Title I, Part A schools in decisions about how the one percent of Title I, Part A funds reserved for parental involvement is spent, and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools.
• The school district will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carry out programs, activities, and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, ensuring:

• That parents play an integral role in assisting their child’s learning;
• That parents are encouraged to be actively involved in their child’s education at school;
• That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
• The completion of other activities, such as those described in section 1118, of the ESEA.

PART II. IMPLEMENTATION OF DISTRICT PARENT AND FAMILY ENGAGEMENT PLAN

1.  The Athens City School System will take the following actions to involve parents in the joint development of its District Parent and Family Engagement Plan under Section 1112, of the ESEA:

• Conduct a district Parent Advisory Council meeting to develop or review the LEA Parent and Family Engagement Plan
• Invite parents to be a part of each school’s Continuous Improvement Plan committee
• Invite parents to attend parent involvement sessions at each school
• Conduct parent meetings at flexible times to accommodate parent schedules

2.  The Athens City School System will take the following actions to involve parents in the process of school review and improvement under Section 1116, of the ESEA:

• Request input from the District Advisory Committee concerning revisions of the District Parent and Family Engagement Plan.
• Conduct evaluations/surveys at the end of the school year seeking input on activities, training, and materials to be offered for the next school term.
• Review survey results to determine program changes that are needed.
• Invite parents to each school’s annual Title I parent meeting and other parental involvement sessions.

3.  The Athens City School System will provide the following necessary coordination, technical assistance, and other support to assist Title 1, Part A, schools in planning and implementing effective parental involvement activities to improve student academic achievement:

• Inform parents by scheduling informational guest speakers for parent involvement meetings.
• Update Athens City Schools’ website to include information for parents concerning state tests, community and school activities for parents, and student support services.
• Develop literacy lessons for assisting students at home with timed readings, nonsense words, comprehension, etc.
• Invite and involve parents in arranging school-wide evening activities (e.g. multicultural dinner, popcorn & movie night, technology night, family reading night, PTO, Open House, and Book Fair).

4. The Athens City School System will coordinate and integrate parental involvement strategies under the following other programs (Head Start, preschool, Baby Talks, Kids and Kin) by:

• Providing parental involvement activities and materials to our preschool programs funded by special education and the office of school readiness.
• Educating parents on strategies to help children in math and reading.
• Conducting transition visits to elementary schools in the spring.
• Assisting parents with kindergarten enrollment.
• Communicating with Head Start and preschool coordinators.
• Promoting Baby Talks and Kids and Kin Programs.

5. The Athens City School System will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content  and effectiveness of this Parent and Family Engagement Plan in improving the quality of its Title I, Part A schools:

• Review, evaluate, and revise the District Parent and Family Engagement Plan annually.
• Provide a parent survey in the spring for the purpose of analyzing results to be used in revising the Parent and Family Engagement Plans at the school and district level.
  • Title I teachers at each Title I school will distribute the survey to all parents. Title I teachers will analyze the survey results to determine program effectiveness and plan activities for more effective parental involvement. Survey results will be used to plan district parental involvement activities and to update policies when needed.

6. The Athens City School System will build the schools’ and parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities:

• State academic content standards,
• State and local academic assessments,
• Title I, Part A requirement,
• English language acquisition
• Progress monitoring and
• Working with educators:
  • Examine College and Career- Ready Standards.
  • Provide training for parents of participating children in understanding state and local assessments.
  • Monitor student progress.
  • Send home student progress reports as scheduled.
  • Provide assistance in scheduling home visits when necessary.
  • Communicate with parents and educators by providing a translator when needed for individual conferences.
  • Offer English language acquisition opportunities
  • Mail student achievement and state assessment results to parents and provide information about state performance standards, schools’ accountability data and proficiency levels in a timely manner.
  •  Conduct annual Title I parent meeting to share informationregarding Title I services and parents’ rights to be involved in their child’s education.

• Communicating important information to parents through newsletters, e-mails, school website, etc.
• Designing parent meetings with the purpose of showing the connection between technology and student learning.
• Providing supervised opportunities during the summer to take Accelerated Reader tests at the schools.
• Offering parent/guardian technology and/or literacy training.
• Purchasing materials (in English and Spanish) for parents to learn how they can help their child be successful.
• Holding parenting classes which may include strategies for reading with your child, improving reading fluency or comprehension, creating a home learning environment, working as a partner with your child’s teacher, learning the English language, and/or being healthy and safe.
• Conducting parent literacy activities at the school.

• Providing family literacy activities such as visits to schools by informational speakers and authors of children’s literature.
• Making resources available in the parent resource center with an emphasis on Family Literacy.
• Working with teachers and administrators through in-services, faculty meetings, and grade-level meetings in understanding the importance of parental involvement.
• Distributing meeting notes from the District Advisory Committee meetings to the local schools.

• Promoting the Kids and Kin program
• Contacting Head Start and preschool coordinators to offer assistance and plan strategies for involving parents of preschool children in parent involvement activities

• Translate all forms provided by the district nurse.
• Translate student handbooks.
• Publish kindergarten registration information in the local Hispanic newspaper.
• Translate documents pertaining to attendance.
• Send translated forms, letters, etc., to parents with limited English proficiency, when practicable.
• Utilize TransACT services and InterpVault translation services provided by the Alabama State Department of Education.
• Employ a district-wide parent liaison who is fluent in Spanish.

PART III. DISCRETIONARY LEA PARENT AND FAMILY ENGAGEMENT PLAN COMPONENTS

McKinney-Vento Homeless Education Assistance

Federal Programs - Title X - Homeless Education

The McKinney-Vento Homeless Education Act defines a homeless individual as one who lacks a fixed, regular, and adequate nighttime residence. Athens City Schools McKinney Grant funds are used to provide services to homeless children and youth to facilitate enrollment, retention, and educational success.

If your family lives in any of the following situations, you may be considered homeless:

• In a shelter, motel, vehicle, or campground
• On the street
• In an abandoned building, trailer, or other inadequate accommodations, or
• Doubled up with friends or relatives because you cannot find or afford housing

To find out if your child qualifies for homeless services, please speak to your school guidance counselor, or call Mike O'Rear at 256-771-7138.

If your child is considered eligible for the homeless program, he/she has the right to:

• Access to the same public education as other children.
• Continue in the school they attended before becoming homeless, if feasible. If a school sends your child to a school other than the one you request, the school must provide you with a written explanation and offer you the right to appeal the decision. Transportation would be provided if needed to the school of origin.
• Participate in all programs and activities with students that are not homeless.
• Enroll immediately in school. The school will work with parents to obtain the necessary records.

  Services are provided to students that qualify for the homeless program. Services include, but are not limited to:

• Tutoring
• Extended-day stipends
• School supplies
• Payment of class fees/dues
• Payment of field trips
• Clothing
• Personal hygiene items
• Referral for medical, dental, counseling, etc. through access to Shelby County Needy School Children's Fund
• Free school breakfast/lunch
• Counseling for issues related to domestic violence

If you would like more information concerning the homeless program in Athens City Schools, please contact Dr. Jennifer Sallee in  Federal Programs at 256.771.7138 or Jennifer.sallee@acs-k12.org.

The American Rescue Plan Act of 2021 Elementary and Secondary School Emergency Relief (ARP ESSER) is a federal grant for the purpose of helping schools to reopen in-person instruction safely, sustain the safe operation of schools, and address the impact of the coronavirus pandemic.

Athens City Schools has been granted $5,711,862 with $1,142,372 of that set aside for addressing learning loss outside of the regular school day.

We are seeking your input regarding this plan. Please take a moment to complete the brief ESSER III Spending Plan Stakeholder Feedback Survey below to share any feedback that you may have.

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Athens City Schools Return to Instruction and COVID 19 Procedures (2020-2021, 2021-2022 and 2022 - 2023)